Curriculum and Instruction – Office of Science
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The
District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025
·
·
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80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready
standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby
County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to
instruction that results in high levels of literacy learning for all students across content areas. Destination 2025 and the CLIP establish common
goals and expectations for student learning across schools. CLIP connections are evident throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary
study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to
help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence
of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of
expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and
proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include
planning investigations, using models, asking questions and communicating information.
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Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas
of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should
continue to develop proficiency with the eight science practices. Crosscutting concepts can help students better understand core ideas in science
and engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help
engage in and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that
perspective. A next step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In
some cases it would be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction).
These preliminary studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the
explanation is correct, and matching those predictions with those observed in the real world.
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Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach
Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment
with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards Based
Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a
concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks
to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations found in the state standards.
Classroom teachers use these locally generated curriculum guides to plan and implement their individual grade or course Pacing Guides.
Expectations for student performance are clear and carefully tied to daily instructional events and classroom assessment practices. In theory, a
fully aligned system closes the loop between state standards and student learning. Additionally, a coherent instructional/assessment system offers
the potential for heightening student learning as reflected by their performance on state-mandated standardized tests. Our collective goal is to
ensure our students graduate ready for college and career. Most of the elements found in the state Curriculum Frameworks were incorporated
into the curriculum mapping materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues
that could assist teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual SCS
curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes
specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS curriculum maps ensure that all
students receive the same program of high-level instructional content and academic expectations, regardless of which school they attend. The
utilization of a district-wide standards-based curricular program ensures that students in SCS are engaged in hands-on inquiry based activities as
teachers implement the curriculum maps.
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KK 3rd Nine weeks
Focus: Earth Materials
Unit - K.3.1
Standard - The Earth
(Text in blue are hyperlinked to suggested resource)
Time Frame - 3 Weeks
I Can Statements:
● Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land [Clarification Statement: examples of solutions could
include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
● I can recognize that different non-living materials occur naturally on the Earth surface.
● I can explain that objects made by humans are non-living.
TN Standards
Learning Outcome
Task & Resources
Clip Connection
0007.7.2 - Recognize that some
Academic Vocabulary
Investigate and compare a
MacMillan/McGraw-Hill: A Closer Look Grade KK
objects are manmade and that
variety of non-living materials
Unit C - Our Earth, Our Home
some occur naturally.
Tier II Words (Cross-Curricular Terms)
using simple tools.
● Earth’s Resources Lesson 5: pgs 152-159
investigate, compare, observe, recognize
● Recycle, Reuse Lesson 6: pgs 160-165
Observe familiar environments
and make lists of natural and
man-made objects.
Lab Activities
● Conserve Water (T.E): pg 158
● Recycling Center (T.E.): pg 164
★ Tier III Words (Academic Terms)
firefighter, resource, recycle, reduce, reuse
Literacy Connection
● Natural or Man-made? - Read the
following non-fiction book to the class.
Have student to answer the following
questions through drawing a picture
and labeling the picture with a word
or sentence. If students have difficulty
in connecting the reading to self, have
them to refer back to the text
○ What do you use at home
that is man made?
○ Do you have or know of
anything that is natural.
Additional K.3.1 Resource Toolbox
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Shelby County Schools Curriculum & Instruction Science Weebly
● Science Weebly - The Shelby County School Science Department Weebly is available for teachers as a resource of materials, lessons/activities, curriculum maps, pacing
guides, upcoming Science Department professional development, as well as events.
Online Resources
● Natural Vs. Man-Made: An Introduction - The following link is a detailed lesson that requires students to categorize a number of objects as man-made or natural. The
lesson comes with free downloadable PDF’s, as well as a SmartBoard activity that also can be downloaded. Teacher videos are also provided to support how to
facilitate the lesson.
●
Natural Vs. Man-Made Activity - This is activity is a PDF that will need to be downloaded and printed out. There are two ways to play the activity game. This resource
is best used in a small group or as a center activity for students. Directions for the game are included.
●
Natural and Man-made Sort Activity - This activity is a PDF that will need to be downloaded and printed out. Students are to cut out the pictures and glue them under
the correct category as either natural or man-made.
●
What Are Natural Resources - The provided resource is a detailed outlined lesson plan. Student will learn about natural resources and the products people make from
these resources. Student will use science process skills as well as make journals to collect data.
●
Grouping Materials - Student use the interactive game to categorize several different items. After correctly categorizing the items the students will then have to
identify if the item is manmade or natural. This activity can be done in a small group or a center.
Pink Palace Resources
●
Pink Palace Museum Field Trips - Exhibits: Geology
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KK 3rd Nine weeks
Atmosphere
Focus:
Unit - K.3.2
Weeks
Standard - The Atmosphere
Time Frame - 3
(Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could
include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy
days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in
different months.]
Standards
Learning Outcomes
Textbook Resources
CLIP Connection
0007.8.2 - Collect daily weather
data at different times of the year.
Collect, compare, and record daily
weather data during different seasons.
MacMillan/McGraw-Hill: A Closer Look Grade
KK
Unit D - Weather and Sky
● Exploring Weather Lesson 1: pgs 170-177
● Look at Clouds Lesson 2: pgs 178-183
● The Seasons Lesson 3: pgs 184-189
Academic vocabulary
Infer the relationship between
temperature and seasonal change by
maintaining a paper chain on which
dates are recorded and temperature
described according to different
colors.
Lab Activities
● Wind Effects (T.E): pg 176
● Observe Clouds (T.E): pg 182
● Nature Walk (T.E): pg 188
Tier II Words (Cross-Curricular Terms)
collect, compare, record, data, infer,
describe
★ Tier III Words (Academic Terms)
rainy, windy, snowy, sunny, cloud,
seasonal change, year, thermometer
Literacy Connection
● What’s The Weather Like Today?
- Read the following non-fiction
text to the students. Assign
students individually, or in
groups to compare two different
weather seasons (summer/fall,
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winter/spring, etc). Have
students to complete a graphic
organizer (Venn Diagram, TChart, etc) that displays words or
sentences describing those
particular seasons. Have
students to also draw a picture of
the seasons, labeling the
characteristics (sun, leaves,
snow, etc)
Additional K.3.2 Resource Toolbox
Shelby County Schools Curriculum & Instruction Science Weebly
● Science Weebly - The Shelby County School Science Department Weebly is available for teachers as a resource of materials, lessons/activities, curriculum maps, pacing
guides, upcoming Science Department professional development, as well as events.
Online Resources
● Weather - Tony, the weather reporter tells you how to use a thermometer, and predict weather conditions during a season. This is an interactive online activity for
your students to use independently or for the teacher to use during a whole class “we do” lesson.
●
Thermometers - Tempi will show you the various types of thermometers and how they are used for everyday activities. This is an interactive activity for your students
to use independently or for the teacher to use during a whole class “we do” lesson.
●
Eye On The Sky - This site is an interactive weather journal. Students enter weather day and the site will create a report for that day. Students or the teacher can use
this site for a week or even a month to collect daily data and then compare and contrast weather day-by-day, or week-by-week.
●
What’s The Weather - In this interactive activity students will use the thermometer to identify what the weather is like. Depending on the temperature students will
select what article of clothing the bear should wear. This activity is best done as a whole class, or small group. This activity is not recommended for individual student
usage.
●
What’s The Seasons - The purpose of this activity is for students to understand how weather can change from season to season. Students will focus on concepts such as
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temperature and rain, (or snow) tend to be high, low, or medium in the same months every year. Students identify the seasonal patterns in temperature and
precipitation.
Pink Palace Resources
●
Museum Field Trip - Exhibit: Nature Unleashed (Feb 6-May 1, 2016)
●
Museum Field Trip - Labs: Weather Whys
●
In the classroom - Suitcase Exhibits: (free) Weather
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KK 3rd Nine weeks
Sky
Focus:
Unit - K.3.3
Weeks
Standard - Earth and Space Science
Time Frame - 1.5
(Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun
and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]
● Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the
amount of daylight in the winter to the amount in the spring or fall.]
Standards
Learning Outcomes
Textbook Resources
0007.6.1 - Know the different
objects that are visible in the day
and night sky.
Create a Venn diagram to compare
the objects that can be seen in the
day and night sky.
MacMillan/McGraw-Hill: A Closer Look Grade KK
Unit D - Weather and Sky
● Night and Day Lesson 4: pgs 190-197
Observe, discuss, and draw objects
found in the day and night sky.
Lab Activities
● The Night Sky (T.E) pgs 196
CLIP Connection
Academic vocabulary
Tier II Words (Cross-Curricular Terms)
patterns, create, compare, observe, discuss,
draw
★ Tier III Words (Academic Terms)
patterns, stars, day, night, moon, sun
Literacy Connection
● Sunlight In The Night - Read the
passage to students. Have students
to compare and contrast visible
light in the day and visible light at
night. Where do we get light from
in the day and where do we get light
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from at night.
●
Day To Night - Read the passage to
students. Have students to write a
sentence about why it gets dark and
then have them to draw a picture of
what it would look like at night.
Labeling objects, animals, etc that
they would be able to see during the
night sky.
●
In The Night - Read the passage to
students. Discuss with students why
animals are usually on the prowl for
food at night.
Resources Additional Unit K.3.3 Online
Shelby County Schools Curriculum & Instruction Science Weebly
● Science Weebly - The Shelby County School Science Department Weebly is available for teachers as a resource of materials, lessons/activities, curriculum maps, pacing
guides, upcoming Science Department professional development, as well as events.
Online Resources
● Center of The Sea: Day and Night - William is going to explore the shipwreck of the Titanic. Learn about day and night while you help William get ready for his
journey. This is a great interactive activity for students to use independently or in a small group.
●
Day and Night Interactive Simulator - This website is for teacher use. Use the website during whole class instruction to give students a visual of what happens to the
moon and sun during the transition of day and night. Teachers have the ability to pause and play when need to focus the learning on the different characteristics that
appear when the sun is visible and when the moon is visible.
●
Why Is There Day and Night? - The following resource is a mini unit to support students understanding of what they see during the day and night. Teacher will need
to download and print out resources for students. Teacher will need to read story to students and students will complete activities that will have them writing,
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drawing, and matching.
●
Objects In The Sky - The purpose of this activity is for students to observe and describe what the sky looks like at different times; to identify objects in the sky and
recognize changes over time; to look for objects that are common to the daytime and nighttime sky. (This lesson is series 1 of a4-part unit.)
Pink Palace Resources
●
Pink Palace Museum Field Trips - Sharpe Planetarium: Wonders of the Universe
●
In the classroom - Suitcase Exhibits: (free) Sun & Moon
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KK 3rd Nine weeks
Sun
Focus:
Unit - K.3.4
Weeks
Standard - Energy
Time Frame - 1.5
(Text in blue are hyperlinked to suggested resource)
I Can Statements:
● I can use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun
and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.]
● Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the
amount of daylight in the winter to the amount in the spring or fall.]
Standards
Learning Outcomes
Textbook Resources
CLIP Connection
0007.10.1 - Identity the sun as
the source of heat and light.
Place a thermometer in a sunny
window and one in a shady area of the
classroom and record the temperatures
over time. Compare, discuss, and record
any temperature differences.
MacMillan/McGraw-Hill: A Closer Look Grade KK
Unit D - Weather and Sky
● Sun and Shadows Lesson 5: pgs 198-203
Academic vocabulary
Investigate the temperature differences
in various locations around the school.
Discuss and record the results.
Lab Tasks
● Change Shadows (T.E.) pg 202
● Who’s Shadow Is This?
● Silhouette
● Finding The Shadow
Tier II Words (Cross-Curricular Terms)
identify, compare, discuss, record,
investigate
★ Tier III Words (Academic Terms)
shadows, shade, heat
Literacy Connection
● Our Sun Brings Life - Read nonfiction text to class. Have students
to make a travel poster to
encourage travelers to visit a
sunny place. Draw what this place
looks like on a sunny day. List
activities that you can do while
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visiting this place.
●
Me and My Shadow - Read the
non-fiction text to the class. Have
students to compare and contrast
things associated with light and
things associated with dark.
Resources Additional Unit K.3.4 Online
Shelby County Schools Curriculum & Instruction Science Weebly
● Science Weebly - The Shelby County School Science Department Weebly is available for teachers as a resource of materials, lessons/activities, curriculum maps, pacing
guides, upcoming Science Department professional development, as well as events.
Online Resources
● Fun With the Sun - The following is a detailed curriculum that focuses on K-2 students learning about the sun. The following PD has a number of great activities for
you to implement with your students. All lessons may not be needed to teach the following concept, sun as the source of heat and light.
●
The Sun: An Introduction - This activity is an introduction to the sun. The lesson focuses on using a KWL chart, student discourse, and writing to support students
understanding key details of the sun. This link provides PDF to the required documents for the lesson. Although this lesson is tagged as a 1st-3rd grade lesson, it is
appropriate for Kindergarten
●
The Warmth of The Sun - The purpose of the following activity is to help students broaden their understanding of the sun, particularly its critical role in warming the
land, air, and water around us. The activity provides PDF documents that will need to be used for the lesson, advancing questions, assessment questions, extension
activities and more.
●
Modeling Shadows - The purpose of the following activity is for students to demonstrate understanding of shadows by creating a physical model of concepts learned.
Students observe the daytime and nighttime sky regularly to identify sequences of changes and to look for patterns in these changes. (This lesson is series 3 of a 4-part
unit.)
Pink Palace Resources
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●
Pink Palace Museum Field Trips - Sharpe Planetarium: Wonders of the Universe
●
In the classroom - Suitcase Exhibits: (free) Sun & Moon
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